Universal Access in the Information Society (2024) 23:1001–1013

https://doi.org/10.1007/s10209-022-00945-0

LONG PAPER

Flipped Learning 4.0. An extended flipped classroom model

with Education 4.0 and organisational learning processes
María Luisa Sein‑Echaluce1 · Ángel Fidalgo‑Blanco2 · Ana María Balbín3 · Francisco José García‑Peñalvo4

Accepted: 26 October 2022 / Published online: 19 November 2022

© The Author(s) 2022

Abstract
This article integrates two visions on the creation of knowledge by students: an academic vision where the person who cre-
ates knowledge uses high-level cognitive abilities and, therefore, acquires deeper learning, and an organisational learning
vision, where the creation of knowledge adds value to the organisation and the individuals who work in this matter. It starts
from a validated flipped classroom model and then adds procedures and cycles of knowledge that make it an active method-
ology, in such a way that it simultaneously supports organisational learning, using cooperative competencies characteristic
of Education 4.0. This proposed hybrid model has been applied online during confinement due to the COVID-19 pandemic
and, subsequently, in dual mode (students partly in person and the rest online at the same time) and face-to-face mode. The
evidence of this research shows that the creation of knowledge by the students, cooperatively and with an organisational
learning perspective, has repercussions for improvements in their academic performance by producing deeper learning. In
addition, the development of cooperative skills is observed to create and manage a large amount of helpful knowledge for
them and other students in their learning process.

Keywords Education 4.0 · Flipped classroom · Knowledge creation · Organisational learning · Cooperative learning ·
COVID-19

1 Introduction

The flipped classroom (FC) method places the emphasis on

reversing the learning process. More specifically, it reverses
the order in which two of the most common activities in the
* María Luisa Sein‑Echaluce training process occur: the “lesson” and the “homework”.
mlsein@unizar.es
Whereas in a traditional and common model, the “lesson”
Ángel Fidalgo‑Blanco is done in class and the “homework” is done at home, in
angel.fidalgo@upm.es
the FC methodology, the “lesson” is done at home and the
Ana María Balbín “homework” is done in class [1].
abalbin@pucp.edu.pe
From an academic perspective, the accomplishment of
Francisco José García‑Peñalvo homework includes cognitive activities of a higher level than
fgarcia@usal.es
those performed by listening to only one lesson, especially
1
Department of Applied Mathematics, EINA, Universidad de if these activities are carried out cooperatively and with the
Zaragoza, Calle de María de Luna 3, 50018 Saragossa, Spain advice and supervision of teachers. This idea is what makes
2
Laboratory of Innovation in Information Technologies. LITI, the FC methodology active [2, 3].
Universidad Politécnica de Madrid, Calle de Ríos Rosas 21, From the academic point of view, regarding the impact
28003 Madrid, Spain of the method itself, the students positively value the active
3
Education Faculty, Pontificia Universidad Católica del Perú, methodology [4–8]. It can be used in any academic setting
Av. Universitaria 1801, San Miguel 15088, Lima, Perú [9] and optimises the time spent learning [10, 11].
4
Department of Computer Science and Automation, Science Regarding learning, the academic results are improved
Faculty, Universidad de Salamanca, Plaza de los Caídos S/N, in traditional exams (summative assessment) by using
37008 Salamanca, Spain

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1002 Universal Access in the Information Society (2024) 23:1001–1013

higher-level cognitive abilities [4, 12, 13], the acquisi- Likewise, the bibliographic review has shown that the FC
tion of teamwork competence [5], and practical classes method favours cooperation between individuals, the crea-
involving problems, laboratory assignments and projects tion of knowledge and students’ use of knowledge.
[14, 15]. It also reduces the students’ perception of the The purpose of this work is to integrate characteristic
complexity of the course content [16], improves students’ processes of organisational learning and Education 4.0 with
level of achievement in the course [17, 18], and increases the processes of the FC method. In this way, cooperation
the self-efficacy of learning [19, 20] and the adaptation to between students is increased, as well as the creation of open
the course at the student’s own pace [11]. Likewise, the knowledge, its organisation together with the acquired expe-
FC method increases students’ level of motivation [21, rience and its use as a learning resource in the subject.
22] and sense of individual responsibility for their own The main objective of this work is to define and apply an
learning [23] and collective responsibility when working FC method that supports organisational learning in a course
on a team [6]. using the management of knowledge and the experience
From the perspective of cooperation, the FC method acquired by students during the completion of the course.
favours peer learning [6, 24] and increases discussions [6], Likewise, to accommodate the 4.0 model, the knowledge
interactions between students [11, 25] and student partici- created in the context of the subject will be open and acces-
pation in activities [21]. sible both to students and to the rest of society.
From the perspective of content creation, the FC The objectives of this work are as follows:
method allows students to create content [4], which can
be used as learning resources by other students. Thus, the 1. To define an FC model that can support organisational
FC method transforms the role of the student into a pro- learning incorporating Education 4.0 competence for
ducer–consumer of content [26, 27]. This enables increas- cooperation in the creation and management of open
ing the knowledge provided in the course itself from the content;
students’ knowledge and experience, producing organisa- 2. To apply this model to obtain evidence that the devel-
tional learning [16, 28]. The students are also capable of oped model maintains the impact on active learning, like
organising the knowledge created individually and collec- any other FC method, as well as the 4.0 competencies in
tively [24, 29], and in all of this, the students apply high terms of cooperation and organisational learning.
cognitive abilities [10].
In addition, because of the restrictions on access to class- The following sections detail the FC model applied in
rooms during the confinement due to the COVID-19 pan- this research, followed by the results of the case study of the
demic [30, 31] and the subsequent hybrid teaching models research carried out, ending with the discussion and conclu-
[32, 33], when limitations of capacity and social distance sions of the work.
had to be respected, the FC method has been one of the
primary references for many teachers [34–36], especially for
teachers who wanted to maintain an active learning method 2 Functional model
and not just call hybrid learning the mere retransmission of
the face-to-face class session by videoconference for those The objective of this section is to identify the processes that
students who could not physically attend the classroom. are incorporated into the FC methodology to support organi-
Through bibliographic reviews, including the authors’ sational learning and 4.0. The traditional processes of the FC
experience in applying the FC method for more than 9 years method are aimed at enhancing students’ active learning,
[37], FC is shown to be an active method that results in originally in theory classes and later in other learning sce-
improvements in the learning results in theoretical and prac- narios such as practical classes and during the acquisition of
tical classes and the acquisition of teamwork competence, horizontal competencies, such as teamwork. The incorpora-
increasing the students’ responsibility in their own learn- tion of cooperative processes for the creation of knowledge,
ing process, as well as increasing interactions and debates as well as processes to manage and use the knowledge cre-
among the students themselves. ated, generates the model that we call Flipped Learning 4.0
However, in Education 4.0 [38, 39], adapted to new in this work.
industrial and competitive needs, emphasis is placed on the Figure 1 (a and b) shows the processes of the initial FC
enhancement of cooperative capacities, on the creation of model [40, 41]. The model is made up of two processes: the
open knowledge in a cooperative way and on the manage- lesson at home and the homework in class [1]. The home
ment of all this knowledge. On the other hand, organisa- lesson is composed of a process whose mission is for stu-
tional learning goes a step beyond the creation of knowledge, dents to learn the lesson through the acquisition of certain
incorporating its management and use to favour the learning concepts (Fig. 1a) and which is usually completed through
of individuals but also of the organisation. communication processes with students so that they can

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Fig. 1  Comparison of classic

FC models with the MFT model

raise questions and comments. The flow “f” that connects communication with the students to raise questions and
the home lesson with the homework in class is based on queries.
the knowledge that students have acquired during the home In the home lesson of the MFT model, the flows are as
lesson. follows:
The homework in class (Fig. 1b) is usually worked on
from questions students raised about the concepts acquired • “S1” represents the knowledge acquired to complete the
in the lesson at home, debates are promoted, and practical activity (this flow has two senses; first, they can try to
activities are carried out. This model assumes that students complete the micro-activity and then acquire the con-
bring the lesson learned during the asynchronous session cepts, and vice versa);
to the synchronous session. During the home lesson, the • “S2” corresponds to obtaining the results of the micro-
students tend to have a passive attitude, whereas during the activity.
homework in class, their attitude is usually more active.
The authors of this research developed an FC model In the MFT model, a new process is generated (Fig. 1b)
called MicroFlipTeaching (MFT) [4, 5] that substantially that is based on the capture of evidence of the interaction
changes the processes of the lesson at home and the home- (flows “fa”) of the students with the processes of the les-
work in class with respect to the traditional model. During son at home. With this evidence, teachers can decide what
the lesson at home, it is intended that the students also have resources to prepare during the synchronous session corre-
an active attitude, and for this, instead of the teacher tak- sponding to homework in class. These data can be observed
ing charge of the lesson (as in the classical model, where manually by teachers, such as seeing the results of the
teachers describe the concepts of the lesson), they carry out micro-activity, the doubts raised or the interaction with the
a practical micro-activity from the acquisition of concepts. resources where the concepts are exposed. They can also
The idea is to work with a part of the lesson rather than the be analysed by learning analytics systems [42, 43] through,
entire lesson. for example, the interaction data provided by the e-learning
Thus, this MFT model (Fig. 1, a1) includes three pro- platform (resources viewed, dates, duration, messages in
cesses: the acquisition of concepts (similar to the classical forums, etc.).
model but working only with the concepts necessary to carry The processes corresponding to the homework in class
out the micro-activity), the micro-activity (a practical appli- also change because initially one works with the results of
cation that can be carried out individually or cooperatively) the micro-activities (flow “s3”). One works with both wrong
and the generation of results (from the micro-activity). and correct results. It is in this analysis of results where
All of this, as in the classic model, is complemented with debate, reflections and cooperation are promoted to correct

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or validate the results reported by the students and that have the lesson at home) and the homework in class, where they
been analysed. work with the results of the micro-activities and practical
Thus, in the MFT model, the home lesson objective is not activities. Knowledge is usually obtained and refined at two
for the students to take the lesson learned to the synchronous levels:
session, but rather for them to carry out the micro-activity,
whether the results are wrong or correct. Likewise, in the • Level 1—During the results of the micro-activity. At this
homework in class, the idea is to give micro-lectures to com- level, the knowledge can be correct or incorrect. For this
plete the lesson’s contents and practical and participatory reason, a second level of refinement is needed;
activities. • Level 2—Level 1 knowledge is refined. If level 1 knowl-
On the other hand, both the classical FC model [2, 3] edge is wrong, errors are identified and corrected. If level
and the MFT model [4, 6, 44] have been shown to be active 1 knowledge is correct, it can be improved by incorporat-
methodologies. In the case of the MFT model applied to ing reinforcements, for example, structuring it in a way
work teams, it has been shown that the cooperative process that makes the disclosure easier, including comments or
is transparent [45] for both the team and the entire teach- incorporating other clarifying elements.
ing group, that there is shared leadership [43] based on val-
ues [42] and that teamwork skills [6] and cooperation are The creation of knowledge through the two levels is
acquired for the creation of knowledge [5]. The 4.0 learning reflected in the process “e” of Fig. 2. The knowledge of the
model requires cooperative skills [38, 46], and in this sense, first level is represented by the flow “fc” and that of the sec-
the MFT method already includes them. ond level by the flow “s4”. The double direction of the flow
In this work, the incorporation of new processes into the “s4” represents the possibility of changing the knowledge of
MFT method is provided to support organisational learning the first level. The knowledge created in this process requires
and the competencies of Education 4.0 in terms of content peer quality control; that is, the knowledge is reviewed by
creation (because cooperative skills already use the MFT other students and ultimately by teachers.
model). The second incorporated process (Fig. 2e) is a knowledge
Figure 2 shows the new processes and flows incorporated management system where the students’ experience can also
into the MFT method to adapt them to the organisational be incorporated for the creation of knowledge. This could
learning model. This incorporation is what gives rise to the include what part of the work has been more difficult, the
Flipped Learning 4.0 model. The main objective of incorpo- time taken to create it, common mistakes, recommendations
rating these new processes is to support the creation of open for the use of knowledge and more. Flow “s5” represents the
knowledge by students, as well as the management of said incorporation of the created and validated knowledge into
knowledge and the experience of its creation. the knowledge management system.
The main processes by which students create knowledge In the knowledge and experience management system,
are the results of the micro-activities (process belonging to resources are classified by types (problem, example, notes,

Fig. 2  Flipped Learning 4.0:

The MFT model with the
processes for organisational
learning

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survey, map, etc.), learning activity (conceptual and prac- can be carried out with online technologies, as is the case
tical), the profile of the recipient (student who has not in b-learning contexts. In the case of dual training (a per-
attended class, student who has attended class but has not centage of the students are in the classroom and the rest are
understood the concept, etc.), subject and academic year. online), synchronism can be achieved when all the students
From the labels used for their classification, logical expres- (in the classroom and online) are using the same online tech-
sions can be built to facilitate their search. nologies, so that the students who are in the classroom can
Once the knowledge management system is available, cooperate with those who are online. For this reason, the
it can be used as an additional resource to understand the method is hybrid and adapts to any learning situation, such
concept and carry out the micro-activity of the home les- as those originated by the COVID-19 pandemic [52–55].
son. It can also be used by teachers to carry out activities
of the homework in class processes and even by students to
prepare for the subject exams. All this reuse is reflected in
the flow “s6”. 3 Context
The flows from “s1” to “s6” represent a spiral (cycle) of
knowledge creation. This open knowledge, created by the To measure the impact of the model on academic learning,
students themselves, is useful for different purposes: it is necessary to have a control group and an experimental
group. However, the control group should not access the
• For students while taking the course (both to carry out content generated by the students in the experimental group
learning activities and to carry out assessment tests) and for effective comparison of results. On the other hand, to
for teachers who can use it as a learning resource within measure organisational learning and 4.0, it is necessary for
the homework in class phase; the student-created content to be available in the open, man-
• For the same subject in later academic courses, so that aged once created and accessible (and usable) by the entire
the teachers prepare a micro-lesson of the homework in learning community. Thus, experimental and control groups
class to help in the acquisition of concepts of the lesson cannot be established in this case, but the evidence of the
at home and so that the students of later courses receive learning community created can be analysed.
help in academic learning and the creation of new knowl- For this reason, this research has been carried out in two
edge. contexts: one to measure the impact of the model on aca-
demic learning (restricting access to content) and another to
Therefore, there is also a knowledge utilisation cycle. measure the contribution of organisational learning and 4.0
The combination of the cycles of creation and use of (where open content must be accessible online to the entire
knowledge is the basic principle of organisational learning learning community).
[47, 48]. In this organisational learning model, it is contem- The exposed model must achieve improvements in aca-
plated that there are inexperienced people who progressively demic results, as with other FC models, but it must also
learn until they are experts [49] (in this case, the enrolled support the development of learning using organisational
students who had no experience in the subject acquire it skills from Education 4.0. Therefore, the model is analysed
and transmit this learning process to the organisation). The under these two approaches, and each of them is tested in an
knowledge produced is useful for the people in the organi- academic subject of different grades.
sation and is created by a community of practice [50] (in The verification of the improvement of academic results
the case of the subject, it is useful to carry out the learn- is carried out in the subject of “Computer Science and Pro-
ing activities of the students, and the community of prac- gramming” of the Degree in Mining and Energy Engineering
tice is the students of the subject) and creates value for the (Context 1), whereas the support for organisational learning
organisation itself [51] (in this case, the organisation is the is analysed in the subject “Fundamentals of Programming”
subject). Thus, this model is associated with the character- of the Degree in Biotechnology (Context 2). Both are offi-
istic processes of organisational learning and incorporating cial degrees from the Technical University of Madrid, and
the necessary competencies for cooperation in the creation, both subjects are taught in the first semester of the corre-
management and use of knowledge; it is also associated with sponding degree program. The sample was taken during the
the competences of Education 4.0. 2021–2022 academic year.
Likewise, as represented in Fig. 2, the model is based Context 1—The study on the improvement of academic
on synchronism (temporal coincidence of teachers and stu- results was carried out in the programming laboratories of
dents) and asynchronism (no temporal coincidence). In a the subject “Computer Science and Programming”. In this
fully face-to-face context, synchronism is the coincidence in subject, there are three official academic groups with a total
the classroom and asynchronism outside the classroom. In of 236 students, two groups in the morning and one in the
a fully online context, both synchronism and asynchronism afternoon.

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Each academic group is divided into two subgroups for 4.1.1 Homogeneity of the sample regarding the students
the programming laboratory, for which there are six labo- of the two groups
ratory subgroups (two subgroups with 50 people and four
subgroups with 34 people). All laboratory subgroups work Prior to the research, a survey was conducted for the control
with the same materials, and the final exam has the same and experimental groups. Regarding the number of students
difficulty level for all. enrolled in the subject, 38% participated in the CG and 35%
Quasi-experimental studies have been carried out, involv- in the EG. Regarding the average attendance during the first
ing two laboratory subgroups of 34 people each (one is the period (before applying the innovation), participation in the
control group, and the other is the experimental group). survey was 64.20% in the CG and 50% in the EG.
These two laboratory subgroups have the same faculty, and Questions regarding age, university entrance qualification
the final exam was prepared by faculty not involved in this (UEQ), gender, and the number of times they had enrolled in
research. the subject were included in the survey.
Context 2—To investigate evidence that allows us to The responses represent a non-normal distribution, and to
affirm that the model supports organisational learning and check for significant differences, the Wilcoxon p-value [56] is
4.0, we have worked with all the students of the subject used for a pair of unpaired samples. The results are presented
“Fundamentals of Programming”. In total, there were 78 in Table 1. The characteristics of the sample are homogeneous
students divided into two groups, one in the morning and except for the number of times the subject is repeated.
one in the afternoon. On the other hand, the subject consists
of classes taught in the classroom and laboratories, and the 4.1.2 Homogeneity regarding the treatment received
research has been applied in all learning activities of the by the teaching staff
subject.
The following section presents the results related to both To verify the homogeneity regarding the treatment received
contexts. by the students of the control and experimental groups, the
variables that make up the dimension “Attention of the teach-
ing staff received by the students” of the MUSIC survey [57]
have been used and validated to measure the motivation of the
4 Results student body. This survey was conducted after the implementa-
tion of the proposed model was completed.
The results for each of the scenarios of this research are Eight people participated in the CG and 14 in the EG.
presented below: Regarding those enrolled, the participation percentage is
23.53% for the CG and 41.17% for the EG. Regarding the
• Context 1—Impact of the model on academic learning average class attendance (period of the 5th to 9th session), the
outcomes; percentage is 78.58% in the CG and 66.66% in the EG.
• Context 2—Impact of the model on organisational learn- The items included in the survey are as follows:
ing support and 4.0. Q1. The professor is available to answer my questions
related to laboratory activities;
Q2. The teacher is willing to help me when I need it;
4.1 Context 1—Impact on academic learning Q3. The teacher cares about my performance in the course;
outcomes Q4. The teacher is respectful to me;
Q5. The teacher is friendly;
The control group (CG) and the experimental group (EG) Q6. I think the teacher cares about how I feel.
correspond with two laboratory subgroups, with 34 people The responses obtained in all the variables correspond to a
enrolled in each. Nine laboratory sessions were carried out, non-normal distribution. Therefore, to see if there are signifi-
and during the first four sessions, both groups followed the cant differences, the Wilcoxon p-value of the nonparametric
same method. The experimental group followed the method comparison of two unpaired samples is calculated. Table 2
based on the proposed model from the fifth to the ninth shows the results of this comparison.
session. Class attendance was accounted for in those two
periods.
Next, the results that support the homogeneity of the two Table 1  Homogeneous samples regarding comparison
groups considered—control and experimental—are shown Age UEQ Gender Enrolment number
for the characteristics of the students and in terms of the
students’ perceptions regarding the treatment received by Wilcoxon nonpara- 0.8334 0.4696 0.9414 0.00000325
metric p-value
the subject teachers.

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Table 2  Contrast variables for Q1 Q2 Q3 Q4 Q5 Q6

homogeneity in the treatment
received by the teaching staff Wilcoxon p-value 0.9042 1 0.7597 0.2888 0.4586 0.6073

Table 3  Contrast variables on the homogeneity of the sample 4.2 Context 2 Impact on organisational learning
Age UEQ Gender Enrolment number support and 4.0

Wilcoxon nonparamet- 0.967 0.3741 0.7798 0.5087 In this scenario, the impact of the proposed method on
ric p-value
organisational learning and Education 4.0 is determined by
analysing evidence generated by the students themselves.
There were 78 participating students (from the Degree in
Table 2 indicates that there are no significant differences Biotechnology) organised into 13 working groups with an
in the treatment given by the teaching staff in the control and average of six students per group.
experimental groups. From the perspective of organisational learning, the evi-
Likewise, in this survey, the data on age, university access dence on the creation, organisation and use of the knowledge
grade (UEQ), gender and number of times enrolled in the created by the students is analysed. From the perspective of
subject were gathered again. Whether there were significant Education 4.0, cooperation is analysed for the group to cre-
differences between the samples was analysed through the ate, organise and use the knowledge created.
Wilcoxon p-value for nonparametric samples. The results
are included in Table 3, and on this occasion, there were no 4.2.1 Knowledge creation
significant differences in any variable.
The academic results of the students in the control and Regarding the creation of knowledge, the students have cre-
experimental groups are included in what follows. ated resources that collect the knowledge and experience
acquired during the learning of the subject. In this sense,
4.1.3 Academic results in context 1 for the CG and EG 243 knowledge resources have been created, for an average
of 3.11 resources per participant in the subject.
In addition to the final laboratory exam, “Computer Science The knowledge has been structured in the fields indicated
and Programming” students can do up to four volunteer jobs. below (this process is the one carried out through the flows
Column 7 of Table 4 includes the mean number of assign- “s2”, “s3” and “s4” in Fig. 2):
ments delivered by students enrolled in the group. These
works can raise their exam grade if they get 3.3 out of 10 on • Resource title: to identify the activity and topic of learn-
the exam. Furthermore, if this grade is surpassed, it can be ing;
averaged with other exams of the subject. For this reason, • Short description: so that users have a brief summary of
the exam scores reflected in Table 4 (columns 4, 5 and 6) the resource;
distinguish the scores obtained in “failures without a mini- • Justification: to collect the need for the resource in its use
mum mark” (column 4), “failures with a minimum mark” during the learning of the subject;
(column 5) and passed (column 6). • Recommendation for use: advice on how to use it within
The first column of Table 4 represents the average attend- the course;
ance percentage considering attendance at the nine sessions. • Quality control: provides guarantees of the veracity of the
Column 3 represents the percentage of students who pre- knowledge. Quality control can be completed by peers
sented to the exam with respect to the percentage enrolled (reviewed by all team members) or by the subject teach-
in each group. ing staff;

Table 4  Academic results of the control and experimental groups

Group Class attendance (aver- Presented to Suspended with mark Suspended with mark Approved ≥ 5 Mean of works
age of all sessions) the exam between 0–3.2 between 3.3–4.9 completed by
student

CG 43.14% 52.94% 83.3% 16.7% 0% 1.38

EG 65.69% 64.70% 45.45% 36.37% 18.18% 2.12

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• Resource content: usually a link to a file with the resources. Table 6  Distribution of resources by student profile
The types of resources are usually videos or graphic texts. “Before attending class” “Lost” “All understood”

4.2.2 Knowledge organisation 84 151 91

Once the knowledge is created, it must be classified, stored

and organised in a free online access knowledge management activities. Some of them are common, such as summaries,
system [1, 26, 58]. The knowledge classification was carried examples and exams, and others are not as common, such
out by the students themselves, and they established various as interviews, tips (tricks), lesson learned (explanations of
classification categories: learning activity (Table 5), recipient how they have organised the cooperation) and authorised
profile (Table 6), type of resource (Tables 7 and 8) and subject notes (material that some teachers authorise during the
(Table9). exam).
Each category is made up of a set of tags that enables clas- The subject consists of three thematic blocks corre-
sifying knowledge, organising it dynamically and searching sponding to different learning activities: classroom classes
for it [59]. (numerical algorithms), laboratories (programming in R
Next, the tables corresponding to each category are ana- language) and cooperation (teamwork). Table 9 reflects the
lysed. The columns indicate the labels for each category as the number of resources generated in these thematic blocks.
number of knowledge resources associated with each category.
It should be noted that the same resource can have several
labels; therefore, the number of resources per element might 4.2.3 Use of resources and cooperative work
not correspond with the total number of elements.
Table 5 shows the category “learning activity”, which The resources included in the knowledge management
expresses the type of activity to be carried out with the system have been visited 12,947 times, with an average of
resource. The students divided this category between a con- 53.28 visits per resource.
ceptual aspect (acquiring the concept) and another practice Regarding interaction, forums have been used in the
(applying the concept). Moodle course of the subject for the organisation of each
Table 6 reflects the labels established for the “student pro- team. They have also used other means such as What-
file” category. This category is closely related to the “recom- sApp and videoconferencing systems. The evidence has
mendation for use” because the resource is meant to be used only been collected from the Moodle forums because the
in a specific situation from the perspective of student class teachers do not have access to WhatsApp or videoconfer-
attendance. ences. The number of messages exchanged in the forums
The label “before going to class” indicates that it is a is 6076, which corresponds to an average of 76 messages
resource whose recommendation for use is before attending per student.
class or laboratory, for example, to get an idea of the content Regarding the number of documents on coordination
to be taught, the necessary prior knowledge, the complexity that each team has used internally, 93 internal documents
and so on. have been generated.
The label “lost” represents that the resource is aimed at
students who have attended class or laboratory but have not Table 7  Types of resources T1 Notes
understood how to carry out a particular learning activity.
T2 Authorised notes for exam
The “all understood” label usually includes resources for
T3 Questionnaire
expanding knowledge or requiring a certain complexity. They
T4 Doubts
are intended for students who attend learning activities and
T5 Example
know how to complete them, so they want to learn more.
T6 Exercises
Table 7 lists the different types of resources that stu-
T7 Polls
dents created, and Table 8 lists the number of resources
T8 Interviews
created for each type. The labels represent the different
T9 Mistakes
types of materials that are needed to carry out the learning
T10 Exam
T11 Explanation
Table 5  Distribution of resources by learning activity T12 Map
T13 Summary
Acquire concept Apply concept
T14 Tips
146 105 T15 Lesson learned

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Table 8  Distribution by type of T1 T2 T3 T4 T5 T6 T7 T8 T9 T10 T11 T12 T13 T14 T15

resource
80 14 30 13 74 57 10 9 16 21 83 8 54 32 26

Table 9  Distribution by thematic blocks for the creation of knowledge provide support for organisa-
Classroom Classes Laboratories Cooperation
tional learning.
Concerning cooperation, the number of messages
125 67 36 exchanged in the forums and the creation of resources that
reflect the coordination and cooperation between teams to
create knowledge demonstrate the high impact of applying
5 Discussion these skills. This aspect coincides with other studies high-
lighting the increase in interactions among students using
In previous studies carried out in different educational set- the inverted classroom method [69], as well as increased
tings [9, 60, 61], indicators were identified that measure the cooperation among the student body during the COVID-19
active participation of students, such as class attendance, pandemic restrictions [70]. In addition, the students have
taking the exam and submitting work. In all the mentioned structured, classified and use knowledge through a knowl-
indicators, the experimental group obtained better results edge management system. All evidence of the application of
than the control group. These results confirm those obtained the Education 4.0 competencies aligns with other investiga-
by other authors on the relationship between the FC method tions [38, 71, 72].
and the active participation of students both in previous situ- In organisational learning, emphasis is placed on the use-
ations to the circumstances of the restrictions implemented fulness of the knowledge created for the activities of the
due to the COVID-19 pandemic [2, 3], as well as during organisation itself [50], as well as its organisation and man-
those circumstances [62]. agement [73, 74]. The knowledge created by the students
It should be noted that a variable (number of times corresponds to the activities of the organisation, which in
enrolled in the subject) was included in the contrast of this case are learning activities because the organisation is
results at the beginning of the research, in which there were a university course. Therefore, this content is beneficial not
significant differences between the control and experimental only for the students who created it but also for the subject
groups. There were more repeaters in the EG than in the CG; itself because this knowledge is accessible to students in
however, this difference gradually disappeared during the later courses and even for other subjects.
research because the few students who stopped attending the
laboratory sessions in the EG were students who had already
studied the subject in previous courses. 6 Conclusions
From an academic point of view, the creation of knowl-
edge, as well as the cooperation to create it, is considered a An FC model has been designed that incorporates the skills
characteristic of active methodologies [63, 64], as well as the of Education 4.0 regarding cooperation for the creation of
improvement of learning, because it uses high cognitive abil- knowledge and its management, following the principles
ities [65, 66]. In this sense, the academic results reflect the of organisational learning. For this, processes have been
increase of the students’ cognitive abilities to solve problems incorporated to create and manage knowledge and knowl-
(laboratory test). It is observed that more than 54.5% of the edge spirals that enable its flow during the teaching of the
EG students presented to the exam, passed or exceeded the subject so that it can be used in the learning activities that
minimum qualification necessary to make averages between integrate them.
exams and assignments, whereas in the CG, this percentage This new model continues to be valid for its application
is 16.7%. as an active methodology because the results of class attend-
In the academic field, the creation of knowledge is asso- ance have validated it: the delivery of proposed works and
ciated with improving the cognitive abilities of the person the percentage of students who take the exam in the EG
who creates it. In the organisational vision, a dimension is compared with the CG (Table 4).
added, which is the value that this created knowledge con- One of the novelties that this new model incorporates is
tributes to the rest of the people in the organisation and to the students’ creation of open knowledge in a cooperative
the organisation itself [48]. On the other hand, Education way. This creation requires high-level cognitive abilities,
4.0 seeks to train students to create and manage knowledge which ensure deeper learning on the students’ part. Labora-
[67, 68]. Therefore, it could be said that cooperative skills tory tests requiring high cognitive abilities show that EG has
significant differences from the CG (Table 4).

13
1010 Universal Access in the Information Society (2024) 23:1001–1013

The use of the model implies competencies characteris- Acknowledgements This work has been partially funded by the
tic of Education 4.0, such as cooperation, open knowledge Spanish Government Ministry of Science and Innovation through-
out the AVisSA project grant number [PID2020-118345RB-I00] and
and management. In this sense, the evidence of cooperation the IE22.0602 project of the Technical University of Madrid. The
(exchanged messages and coordination documents) indicates authors would like to thank the research groups EtnoEdu (University
that there has been cooperation throughout the process of of Zaragoza), GRIAL (http://​grial.​usal.​es) and LITI (http://​www.​liti.​
creating and managing knowledge. es) for their support.
Nevertheless, this created knowledge has been structured Funding Open Access funding provided thanks to the CRUE-CSIC
to facilitate its use because it enables identification of the agreement with Springer Nature.
learning activities in which it can be helpful. However, it
has also been classified with a set of labels based on dif- Open Access This article is licensed under a Creative Commons Attri-
bution 4.0 International License, which permits use, sharing, adapta-
ferent views: types of learning activities, types of content, tion, distribution and reproduction in any medium or format, as long
user profile and theme. This evidence constitutes support for as you give appropriate credit to the original author(s) and the source,
organisational learning, specifically for the creation, organi- provide a link to the Creative Commons licence, and indicate if changes
sation and distribution of knowledge. were made. The images or other third party material in this article are
included in the article's Creative Commons licence, unless indicated
Students have created a similar amount of knowledge for otherwise in a credit line to the material. If material is not included in
theoretical and practical activities (Table 5), and, for the the article's Creative Commons licence and your intended use is not
most part, these resources are directed to other students who permitted by statutory regulation or exceeds the permitted use, you will
have had difficulty performing a learning activity (Table 6). need to obtain permission directly from the copyright holder. To view a
copy of this licence, visit http://​creat​iveco​mmons.​org/​licen​ses/​by/4.​0/.
Explanations, notes, examples, exercises and summaries
(Table 7) are the five most utilised resources (Table 8), rep-
resenting 66.6% of a total of 15 types of resources (Table 9).
The knowledge that was previously acquired individually
is now created and shared with all students of the subject,
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